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Gorse Hall Primary

and Nursery School

SCHOOL DEVELOPMENT PLAN

2019-2020

“Working together the possibilities are endless……..”

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SCHOOL DEVELOPMENT PLAN

2019- 2020

Contents

Introduction

Our Vision and Ethos

School Aims

Characteristics of Gorse Hall Primary and Nursery School

Our Key Priorities for 2019-2020

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Introduction This School Development Plan runs from the start of the Autumn Term 2019 to the end of the Summer Term 2020. It

has evolved from:

The school’s end of year self-evaluation [SEF]

OFSTED Inspection Report 2017

Analysing School Performance (ASP) and Inspection Data Summary Report (IDSR)

End of year progress and attainment data

Internal school assessment and target setting information.

Feedback from parents/carers

Feedback from staff

Feedback from pupil voice

Reports from Data Protection Officer (DPO), Education Welfare Officer (EWO) and feedback from School Development Partner (SDP)

The need to address local and national initiatives The Headteacher, Leadership Team, Staff and Governors have discussed, prioritised, time scaled and priced the key issues for development in this plan. For each area for development, the plan details: the action to be taken; who is responsible for each action; who will monitor the process and how will it be carried out; the timescale involved; costs and resources; success criteria; and evaluation.

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Our Vision and Ethos

At Gorse Hall Primary and Nursery School our ethos provides an environment where

everyone feels safe and cared for. Our shared vision as a learning community is one

that will embrace new challenges in order to support everyone to reach their full

potential. As we endeavour to develop the skills needed to become life-long learners,

we are supported by practitioners that are excited about learning and who provide

meaningful and stimulating opportunities and experiences. Everyone is unique and

each individual is valued and respected for who they are. We know that by “Working

together the possibilities are endless……”

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Our School Aims

We aim to support pupils in their spiritual, moral, social and cultural development through a curriculum that promotes British values and which develops the skills needed to:

- be healthy

- stay safe

- enjoy and achieve

- make a positive contribution

- achieve economic well-being.

Our Bee Values and Rules reflect the way we treat others and the way we expect to be treated. They are as follows:

Be Kind

Be Safe

Be Respectful

Be Proud

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Basic Characteristics of Gorse Hall Primary and Nursery School

Number of pupils: 426

Girl/Boy ratio: 216 : 210

Free School Meals eligibility [%]: 4.8% (45 pupils)

Pupil Premium: 15.7% (67 pupils)

Special Education Needs:

- % @ SEND: 8.9% (38 pupils)

Attendance 2019- 2020

Attended 96% Authorised absence 2% Unauthorised absence 1% Persistent Absence 8%

Staffing

The current establishment has 20.7 Teachers (full time equivalent) including the Headteacher and two Deputy

Headteachers.

We employ 9 Level 2 LSAs, 5 Level 3 LSAs (4.0) and 3 Level 3 LSAs (2.8) working within the Inclusion Team. We employ 1

School Business Manager, 1 Admin Support Assistant, 1 IT Manager (0.4), 1 Caretaker, 5 Cleaners and 14 Midday Support

Assistants

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Our Key Priorities for 2019-2020

1. Quality of Education

To create a curriculum and culture that promotes high expectations and enables the acquisition of long term knowledge, with a particular focus on lower achievers.

2. Behaviour and Attitudes

To improve the outcomes for all pupils through the further development of resilience, as active and responsible learners.

3. Personal Development To develop a clear pastoral PSHE/RSE programme to enhance the well-being of all pupils and staff.

4. Leadership and Management

Further develop Subject Leadership to enable teachers to have the skills and knowledge to deliver quality first teaching and learning.

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1. Quality of Education To create a curriculum and culture that promotes high expectations and enables the acquisition of long term knowledge, with a particular focus on lower achievers.

Action

Autumn Milestones

Assessment/Monitoring Impact (How we will know that we’ve achieved this)

To compile and introduce a new handwriting policy.

To put together a Gorse Hall Curriculum Statement identifying Intent, Implementation and Impact and to incorporate stakeholders in this process

To put together and use our Curriculum Sticky Knowledge Mats

To share Curriculum Sticky Knowledge Mats with Parents/Carers

Book scrutiny by subject leaders and LT and learning walk throughs to ensure that writing modelled is consistent with school policy and that high expectations are evident

LT work with SDP (Keith Adams) to compile, quality assure and action plan

Child Conferences to find out knowledge retained and exciting learning moments

Teacher assessments identify gaps and these are addressed in subsequent teaching sessions

To gather and evaluate ideas and thought about Curriculum Sticky Knowledge Mats and the impact on their child

Monitoring will indicate that teaching, learning and the curriculum are of the highest standard in all year groups, leading to the best possible outcomes for children.

Books will evidence high expectations of presentation and learning; clear support and challenge for all groups of pupils (particularly lower achievers); regular marking and feedback in line with school policy; clear progression through units of learning; a range of strategies and methods used to support learning; and a clear attempt to remove any barriers to learning for children.

Strong and purposeful links with parents/carers continue to exist.

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To compile and share the Gorse Hall Blueprint for Teaching and Learning

Dialogue Meetings identify low achievers and slow movers

Interventions provide the support and provision to plug gaps and accelerate learning

To provide Curriculum Inset and relevant training for staff

Walk throughs by LT to look at specific aspects of Blueprint (WB 16th Sept 2019)

Assessment Leaders engage in purposeful discussion with class teachers about the Dialogue Sheet information collated (4th Nov 2019)

Intervention analysis carried out by Assessment Leaders and LT

Professional Development Meeting timetables and staff inset identify opportunities for Curriculum Development

Learning environments are welcoming, safe, stimulating and nurturing and high expectations permeate on a daily basis

Monitoring indicates that personalised provision meets the needs of lower attainers (including those with SEND)

Staff will confidently continue to further develop and embed learning strategies and lesson structures to ensure that Learners are securing sticky knowledge.

Coaching to be used to develop the skills and confidence of LSAs in order to maximise impact at all stages of lessons.

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2. Behaviour and Attitudes To improve the outcomes for all pupils through the further development of resilience, as active and responsible learners.

Action Autumn Milestones

Assessment/Monitoring Impact (How we will know that we’ve achieved this)

To use effective behaviour management strategies in line with school policy

Behaviour incidents are dealt with consistently and analysed and monitored effectively by LT

Pupils with challenging behaviours are supported to improve attitudes and behaviours

Behaviour, Safety and Welfare are of the highest standards- supported through personalised provision where needed

Improved behaviour during transition

times and around school through our ‘behaviour expectations’.

Improved behaviour during lunchtimes, both in the dining hall and in the playground.

Self-respect and self-discipline are evident in pupils’ behaviour throughout the school day.

We value and respect each other through our behaviour.

Reduced incidents of negative behaviour recorded in our Class Behaviour logs.

We have secured consistency and clarity with systems, routines, policy and practice with regards our Behaviour policy.

Rewards and sanctions are fairly and consistently given.

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To model positive learning attitudes

To access resources collaboratively and independently to move learning forward

To vary the pace of lessons to encourage active learning throughout lessons

To use positive mindset strategies to develop resilience

Positive mindset strategies are used to motivate and engage learners

Resources are accessible, varied and replenished regularly

The pace of lessons is varied and fluid so that learning is maximised for all abilities

Learners are actively involved in learning, demonstrating independence, resilience and positive learning behaviours.

Teachers have a fluid and flexible approach to learning that maximises progress throughout the lesson.

Pupils can talk about their learning styles and strategies for being resilient, adopting a positive mindset in school

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3. Personal Development To develop a clear pastoral PSHE/RSE programme to enhance the well-being of all pupils and staff.

Action Autumn Milestones

Assessment/Monitoring Impact (How we will know that we’ve achieved this)

To compile a whole school policy involving all stakeholders, including hosting a parent workshop to explore material

To explore and understand being me- my place in the class, school and global community

To celebrate difference including anti-bullying (cyber and homophobic bullying included) and to engage in diversity work

Whole school policy is implemented and stakeholders views included in consultation

Learners are taught six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year

Relationships and Health

Education (PSHE) is well

developed as well as

emotional literacy and social

skills

Whole-school assemblies

facilitate whole-school

learning themes

A whole approach to teaching and learning is secured

Staff and Parents/Carers are well informed about year group objectives and coverage

Learners have a secure understanding of themselves and their place within the class, school and community

All differences are celebrated in a positive way

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Teachers, Subject Leaders and LT to use mapping documents showing how Jigsaw meets EYFS and NC requirements as well as key agendas, such as DfE Relationships and Health Education guidance, Ofsted Personal Development criteria, Safeguarding, SMSC, British Values and Internet Safety

To use an integrated assessment process allowing teachers to easily track pupil progress

To use mentor support and access additional materials in Jigsaw Community Area (including training materials, mapping documents, materials for parental communication and additional/optional teaching resources).

Teaching and learning

activities are engaging and

mindful of different learning

styles and the need for

differentiation

Early Years (EYFS) planning is

aligned to the National Early

Years Framework (England)

and KS1 and KS2 planning

ensures National Curriculum

coverage

Assessment is informative and evaluates knowledge and skills secured

Practitioners support each other in developing this whole school initiative, sharing good practice to enhance the teaching and learning process

Learning is well sequenced, age related and meets National Curriculum and other requirements

Assessment tracks pupil progress and subsequent teaching and learning well informed

Staff subject knowledge and confidence in teaching is further secured

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4. Leadership and Management Further develop Subject Leadership to enable teachers to have the skills and knowledge to deliver quality first teaching and learning.

Action Autumn Milestones

Assessment/Monitoring Impact (How we will know that we’ve achieved this)

To audit and review Curriculum and ensure National Curriculum coverage and progression

To compile the Subject Statement identifying Intent, Implementation and Impact

To ensure that subject coverage enables pupils to acquire sticky knowledge, subject specific skills and key skills for learning

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions and develop purposeful assessment for the subject

Action plans

Staff consultation and work with SDP (Keith Adams) to develop knowledge of their own subject

Regular monitoring of the Curriculum is carried out mainly by subject leads through child chats and book looks, observations as well as formal and informal assessments

Analysis of data

Observations, planning, dialogue

meetings, child conferences, work

scrutiny, subject leader reports and

reports from external visitors (SDP)

We provide a curriculum that is

innovative and inspiring and prepares our pupils for their next phase of education

Subject Leads can talk about the thread of knowledge and skills within their subject

Pupils’ involvement in their curriculum provision has proven instrumental in engaging and enthusing them to talk about their subject knowledge and skills

Parental feedback, homework contributions, questionnaires and evaluations indicate that the school community values the importance of a holistic approach to learning

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To moderate work across year group and phases

To work with and support staff in developing the subject content and coverage within the curriculum

To monitor the impact of teaching and learning within the subject

Professsional Development Meetings

provide Moderation opportunities

Reflections from coaching sessions

Written feedback to staff when monitoring has taken place- focusing on strengths and areas for further development

Consistency is evidence within and across Year Groups

Staff are more confident in the use of purposeful assessment in Science, ICT and Foundation Subjects

The impact of the Curriculum is evident in the high quality outcomes of pupils

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